Fight for Just Immigration �in a Nation of Native Americans �and Immigrants��Unit Slides

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LESSON 1

Unit Introduction

Fight for Just Immigration

in a Nation of

Native Americans and Immigrants

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Essential Questions

• Students will learn about the factors influencing migration to the United States.
• Students will learn about the challenges immigrants, refugees, and undocumented individuals face.
• Students will learn about the similarities and differences between different immigrant communities.
• Students will learn about immigration policies that affect us to the present day.
• Students will explore ideas of an ethical and moral immigration system.
• Students will learn that actions are illegal, never people.

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Skill-Based Learning Objectives

• Students will understand and use academic vocabulary in context.
• Students will use historical context to analyze an informational text’s meaning.
• Students will synthesize multiple genres of text, for recurring themes, connections and differences.
• Students will write a strong argumentative essay, backing up claims with specific textual evidence.
• Students will write clearly, paying attention to organization, audience, format and purpose (9-10.4)
• Students will use the writing process to develop and improve essays.
• Students will present and discuss ideas with classmates, based upon an informational text, supporting opinions with textual detail.

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Language Objectives (CLDE only)

• Students will be able to read out-loud and write the definition of 15 words using graphic organizers.
• Students will be able to read out-loud and answer questions through writing with a partner.
• Students will be able to read and summarize a non-fiction text using comic-strips and graphic organizers.
• Students will be able to write paragraphs using the RACES writing format and sentence stems.
• Students will be able to speak and listen to others using academic conversation cues.
• Students will be able to write a creative/argumentative essay using sentences stems and graphic organizers.

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Warm Up: Who is the Immigrant?

Person One

Person Two

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Photo by Max Fischer: https://www.pexels.com/photo/man-in-gray-blazer-holding-black-tablet-computer-5212361/

Photo by Max Fischer: https://www.pexels.com/photo/woman-in-brown-suit-jacket-standing-5212321/

Who is the Immigrant?

Person One

IMMIGRANT

• Born in Canada.
• Immigrated to the United States with a O-1 visa.
• The O-1 visa is granted to people “with extraordinary ability in the sciences, arts, education, business or athletics.”  

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Photo by Max Fischer: https://www.pexels.com/photo/man-in-gray-blazer-holding-black-tablet-computer-5212361/

Who is the Immigrant?

NOT AN IMMIGRANT

• Born in Texas.
• United States citizen.

Person Two

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Photo by Max Fischer: https://www.pexels.com/photo/woman-in-brown-suit-jacket-standing-5212321/

Circle Map

What does the phrase “illegal alien”

make you think about?

• Directions: Write 3-5 phrases �in response.

Illegal Alien

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Circle Map

Discuss:

• Who are “illegal aliens”?
• Where do they come from?
• What level of education do they have?
• How does the media (television, movies, etc.) portray them?

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Illegal Alien

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Essential Question: �Can a human being be illegal?

• Jose Antonio Vargas: undocumented Filipino journalist
• “Actions are illegal, never people”: https://www.youtube.com/watch?v=tmz9cCF0KNE&feature=youtu.be

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Essential Question: �Can a human being be illegal?

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Illegal Alien

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Undocumented Immigrant

VS

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Academic�Vocabulary

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Student Flash Card Dictionary

• Directions:
• Using one flashcard per vocabulary word
1. Cut and paste text from the Vocabulary Worksheet.
2. Draw a picture that defines the Vocab word.
3. Write your own example.

Vocabulary Word

(Teacher)

Example:

(Student) �Example:

Definition

Student Drawing

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Student Flash Card Dictionary

Vocabulary Word

(Teacher)

Example:

(Student) �Example:

Definition

Student Drawing

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Student Flash Card Dictionary

Immigrant�(n.)

(Teacher) Example: The United States is often called a “melting pot” because it is a nation of immigrants.

(Student) �Example: He is an ________ from __________.

Definition: Someone who enters a different country to live there permanently.

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Demonstration of Learning

• Given a word bank, students will (75% accuracy):
• Select one vocab word and draw a definition for it.
• 2 M.C: Select the correct vocab word for a definition.
• Write a sentence using one vocab word.

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• Select one vocab word and draw a definition for it.
• Ideas about what people think is right and wrong.
1. Ethics
2. Morals
• To share and understand the experiences and emotions of others.
• Discrimination
• Empathy
• Write a sentence using one vocab word. Underline the vocab word you select.

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Demonstration of Learning

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Demonstration of Learning

• Select one vocab word and draw a definition for it.
• Ideas about what people think is right and wrong.
1. Ethics
2. Morals
• To share and understand the experiences and emotions of others.
• Discrimination
• Empathy
• Write a sentence using one vocab word. Underline the vocab word you select.

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LESSON 2

Immigration Timeline

Fight for Just Immigration

in a Nation of Native Americans

and Immigrants

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Warm Up: Is immigration a Latinx issue?

Are Latinxs the only people worried about immigration?

• Yes, because ______________�________________________.
• No, because ______________�________________________.

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Immigration is NOT just a Latinx issue.

• Brief video about immigration: show “Undocumented Americans: Inside the Immigration Debate”, https://youtu.be/aPi3tMmHXIc (00:00-00:15)
• Directions:
• List all of the countries you hear.
• Where do undocumented immigrants come from?
• “Undocumented immigrants come from __________.”

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In your notes, write down the percentages:

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Pre-Reading Activity:

Immigration Timeline Activity:

• Directions: Using the Timeline activity worksheet, cut and paste each historic block onto a different sheet of paper.
• You will need at least 4 sheets of paper to complete this timeline (depending on space).
• Paste in chronological order.
• Create three horizontal rows and label each (National, Ethnic, and Untold Stories).

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• Key:
• National: National/ International event
• Ethnic: Ethnic American event
• Untold Story: “Untold Civil Rights stories” event

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Student Timeline Example:

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After Creating Your Immigration Timeline:

• In the “National” row, identify three dates/events that surprise you.
• In the “Ethnic” row, identify three dates/events that surprise you.
• In “Untold Stories” row, identify two events that surprise.

• Work in groups of three or four to complete this part of the activity.

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Immigration Timeline Group Discussion

• What events did you choose? Why?
• Did any events surprise you? Why?
• What do these events have to do with immigration?
• As a group, select the two most important events in your immigration timeline.

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• Sentence Stem:
• The first important event we chose is ____________ because _________________________________________.
• The second important event we chose is ____________ because _________________________________________.

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Academic Conversations:

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Demonstration of Learning

1. Topic:
2. Elaborate and clarify:
3. Support with Evidence:
4. Build or Challenge an idea:
5. Apply/Connect to real world:
6. Summarize/paraphrase:

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A: Can you elaborate on the love of soccer?

B: Yes, I agree because in my life all of my family plays soccer.

C: In the text it said that, “many people in the world play soccer.”

D: “Do you agree?”

E: One theme is the love of Soccer.

F: How should we summarize what we talked about?

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Demonstration of Learning

1. Topic: E
2. Elaborate and clarify: A
3. Support with Evidence: C
4. Build or Challenge an idea: D
5. Apply/Connect to real world: B
6. Summarize/paraphrase: F

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A: Can you elaborate on the love of soccer?

B: Yes, I agree because in my life all of my family plays soccer.

C: In the text it said that, “many people in the world play soccer.”

D: “Do you agree?”

E: One theme is the love of Soccer.

F: How should we summarize what we talked about?

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LESSON 3

Pre-reading to

The Unpopular Immigrant

Fight for Just Immigration

in a Nation of Native Americans

and Immigrants

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Warm Up: Who Said It?

• Original version:

“What are we to do then? Shall we remain supine, while these daring strangers are overrunning our fertile plains, and gradually outnumbering and displacing us? Shall these incursions go on unchecked, until we shall become strangers in our own land?“

• English friendly version:

“What do we do now? Do we let all these illegal immigrants into our lands? Do we let ourselves become strangers in our lands?”

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Warm Up: Who Said It?

“What do we do now? Do we let all these illegal immigrants into our lands? Do we let ourselves become strangers in our lands?”

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Who is Pio de Jesus Pico?

• Last governor of Alta California under Mexican rule (1845-1846)

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Discussion

• Supplemental Video: “Illegal Immigration? We asked Native Americans about it”
• https://youtu.be/bu6gbmoMQSE “00:00 – 01:20”

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1) According to this video, who are the original people in America?

• The original people of America are ______________________.

2) Who were the first undocumented immigrants of America?

• The first undocumented immigrants of America were ______________.

3) The first European settlers:

• Spanish: 1493
• English: 1607

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“Defending the Unpopular Immigrant”

Bill Ong Hing

• Attorney
• Professor of Law
• Has helped defend immigrants from Mexico, China, Cambodia, and many other countries
• Author of “Defending the Unpopular Immigrant”

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Before Reading

• Students break into groups of 2-3.
• Each group is to scan the entire text (work from end to beginning of text) to identify 8 unfamiliar words. Compile a list.
• Briefly define each word.

• Provide students with Word-to-Word dictionaries in 1L (first language).

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Before Reading

• Have groups read the titles and subtitles (only!)
• Make a prediction
• What do you think this article is about?
• I think this article is about _____�_______________________ ___�______________________ _ _.

• Provide students with Word-to-Word dictionaries in 1L (first language).

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LESSON 4-5

The Unpopular Immigrant

(Parts 1 and 2)

Fight for Just Immigration

in a Nation of Native Americans

and Immigrants

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During Reading

• Teacher models reading paragraphs 1-2.
• Class choral reads paragraph 3.
• Students read and answer questions/draw/complete graphic organizers.
• 3 words/phrases per circle map.

• Chunk:
• Paragraph #4
• P# 5-7
• P# 8-10
• P# 11-12
• P# 13-14
• P# 15-20
• P# 21-25
• P#26-32

• P# 33-36
• P# 37-39
• P# 40-41
• P# 42-44
• P# 45-48
• P# 49-52
• P# 53
• P# 54
• P# 55-58

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Identifying Themes

• Using the “Identifying Themes” Worksheet, identify and discuss all four themes.
• As you read, cite two (2) examples from the text that support each themes.

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Identifying Themes

• Using the “Identifying Themes” Worksheet, identify and discuss all four themes.
• As you read, cite two (2) examples from the text that support each themes.

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1) Broken and unfair immigration system.

2) Poverty forces kids to do bad things and end up in prison.

3) Language and cultural barriers prevents families from success.

4) Prison does not help criminals get better. Prison makes them worse human beings.

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The Cabral Family�Mexico

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John Suey�China�Hong Kong

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Many Uch�Cambodia

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Academic Conversations

• What does the 2002 repatriation agreement do?
• Should the U.S. deport ex-criminals like Many?
• Has Many paid for his errors though prison time?
• Do deportations break apart families? How?
• Why is breaking families apart a problem?
• Does Many deserve a second chance?

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LESSON 6

Borders & Laws

Fight for Just Immigration

in a Nation of Native Americans

and Immigrants

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Borders

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“We are More American” �by Los Tigres Del Norte

• Read and analyze the lyrics in “Somos Mas Americanos”/ “We are More American” by Los Trigres Del Norte.
• Play “We are More American” – Los Tigres Del Norte�https://www.youtube.com/watch?v=qsOPbN8ViEg
• In groups of three, discuss the following questions:

1) According to the lyrics, who is the invader? Why?

2) After hearing the song, what does “We did not cross the border, the border crossed us” mean to you?

3) What is the “hard-working man” made up of? Cite evidence from the lyrics.

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Law: a rule everyone has to obey.

Good

• Write three examples

Bad

• Write three examples

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Law: a rule everyone has to obey.

Good

Bad

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Law: a rule everyone has to obey.

Laws can be good and bad. It depends on who is in power.

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Supplemental Texts

• “Lawmaker proposes dropping the word ‘alien’ to describe immigrants” – Newsela
• “GOP candidate Trump wants to send you home if you’re in U.S. illegally” – Newsela (Operation Wetback)
• “Pro/Con – dealing with the ‘children’s border crisis’” – Newsela

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Video:

• “Documented.” Film by Jose Antonio Vargas.
• “Immigration Policy and the U.S. Presidential Election”
• “Breathin: The Eddy Zheng Story.” Film by Ben Wang.

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LESSON 7

Starting Your Essay

Fight for Just Immigration

in a Nation of Native Americans

and Immigrants

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Essay Prompt

What is your vision for a world with moral and ethical immigration laws?

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Objective: Students will write/construct a creative and argumentative essay envisioning a world with moral and ethical immigration laws using textual evidence.

• Half of this essay will require you to mix and match textual evidence into an essay.
• The other half will require you to write and create your own ideas and sentences.

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Cut, mix, and match the correct textual evidence with sentences.

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Create and write your own sentences and ideas.

• In my experience, my family immigrated here because _________________________________________________________ (student’s own personal story).

• You can write as many sentences as you want here.

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LESSON 8

Revising Your Essay

Fight for Just Immigration

in a Nation of Native Americans

and Immigrants

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2^nd Draft

Once you are finished matching and writing (accurately and to the best of your ability), you are to type your entire essay.

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Essay Rubric

• Typed, Double-spaced
• Font: Times New Roman
• Font Size: 12
• 1’ margins
• MLA citations (For example, “_________________” (Last Name, Pg #).
• ZERO grammatical mistakes – 10 points
• 1-3 grammatical mistakes – 8
• 4-5 grammatical mistakes – 5
• 5+ grammatical mistakes - 3

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Final Draft: Editing and Revising

Editing:

• Fixing errors on the sentence level: spelling, grammar, punctuation, word choice
• Editors suggest changes, writer fixes them

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Revision:

• Examines paper as a whole: considers strengths/weaknesses, arguments, organization, voice, as well as mechanics
• Question-based: expanding ideas, challenging arguments
• More about developing ideas than “fixing” problems

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LESSON 9

Peer-Editing & Peer-Revising

Fight for Just Immigration

in a Nation of Native Americans

and Immigrants

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Final Draft: Peer-Editing and Peer-Revision

• Peer-Revision Marks: Passing the Paper
• Each student must write a comment in the margin for each paper.
• Intro: Read the introduction. Is there a clear thesis/main argument? Does the writer answer the question clearly?
• Evidence: Scan the essay for textual details/quotes. Does the author refer back to the text?
• Conclusion: Read the ending. Is there a clear conclusion? Or does it just… stop?
• Mechanics: Check for spelling/word choice. If it looks wrong, circle it. If the sentence doesn’t make sense, or is incomplete/run-on, put it in [brackets]. Let the author fix errors.

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LESSON 10

Unit Reflection

Fight for Just Immigration

in a Nation of Native Americans

and Immigrants

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Unit Reflection Questions:

Directions: Copy and answer the questions in a half-page response.

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1. What have you learned from this unit?
2. How have your reading/writing skills improved?
3. How have your ideas changed about immigration and Asian immigrants?
4. How should the United States treat immigrants?
5. Can a person be illegal?

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Sentence Starters:

What I have learned from this unit is _ _________________________.

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I improved my reading/writing skills by _________________________ _.

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My ideas about immigration and Asian immigrants have changed by __ _ _ ________________.

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The United States should treat immigrants __________________________ __.

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In my opinion, a person _ ______________.

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Works Cited

Duignan, Peter J. Making and Remaking America: Immigration into the United States. Hoover Institution, hoover.org, Sept. 15, 2003.� Web, accessed July 7, 2016. <http://www.hoover.org/research/making-and-remaking-america-immigration-united-states>.

Hill, Ruth A. R.A.C.E.S Writing Strategy. YouTube, youtube.cm, Mar. 24, 2015. Web, accessed July 20, 2016.� <https://www.youtube.com/watch?v=Z0zB3KTdRng>.

Hing, Bill O. Defending the Unpopular Immigrant. Asian Americans Advancing Justice – Los Angeles Untold Civil Rights Stories,� advancingjustice-la.org, 2009. Web, accessed June 10, 2017. � <https://advancingjustice-la.org/what-we-do/leadership-development/untold-civil-rights-stories>.

Newnham, Nicole and David Grabias. Sentenced Home. PBS Independent Lens, pbs.org, 2006. Web, accessed July 7, 2016.� <http://www.pbs.org/independentlens/sentencedhome/index.html>.

Newsela staff. GOP Candidate Trump Wants to Send You Home if You’re in U.S. Illegally. Associated Press, adapted by Newsela staff,� newsela.org, Nov. 22, 2015. Web, accessed July 1, 2016. <https://newsela.com/articles/trump-immigration/id/13009/>.

Newsela staff. Lawmaker Proposes Dropping the Word ‘alien’ to describe immigrants. Cronkite News, adapted by Newsela staff,� newsela.org, Nov. 25, 2015. Web, accessed June 21, 2016. <https://newsela.com/articles/alien-immigrationlanguage/id/13102/>.

Newsela staff. Pro/Con – dealing with the ‘children’s border crisis. McClatchy-Tribune News Service, adapated by Newsela staff,� newsela.org, Aug. 18, 2014. Web, accessed June 9, 2017. <https://newsela.com/articles/borderchildren-procon/id/4767/>.

Zwiers, Jeff and Marie Crawford. How to Start Academic Conversations. Educational Leadership, April 2009. PDF file, accessed June 9,� 2017.

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Curriculum Developer:

Luis Antezana

Curriculum Contributors:

Prabhneek Heer, Teofanny Saragi

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Fight for Just Immigration

in a Nation of Native Americans and Immigrants

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